As long has been known, there is no perfect way to teach science. This paper makes no claim to be the 'be-all and end-all' of science education. Rather it critically examines what we teach learners in science and what they learn and tries to offer suggestions that can help teachers to surmount the scholastic inadequacies they tend to encounter in teaching science. Going beyond previous literature, it asks why we teach science, and why is science included in the school curriculum. From a theoretical perspective, the answers given to these questions follow the line of certain recent work in science education. The paper attempts to explain the answers, extending an argument based on the author's personal opinions, according to which these recommendations are offered: a) pedagogical innovation can mitigate some of the challenges today's learners are facing in learning science, b) engagement in scientific practices with focus on explicit discussion and reflection upon inquiry experiences needed to build understanding of the nature of science tenets has the potential to improve and increase learners' science learning, and c) all countries will face consequences if today's science learners are not adequately prepared to collaborate and resolve the ever-expanding global, diverse, and technical economy challenges.